Many teachers
write the standard for the day on the board.
Students are then expected to either read the standard, write the
standard, or the teacher reads the standard aloud. Too often, this becomes a rote activity that
carries no real meaning for students. In
order to activate learning, turn the statement into a question. Explain to students that the focus of the day
is for them to be able to answer the question at the end of the lesson. Then, as a final activity for the day, ask
them to write the answer and turn it in. It's far more rigorous than just copying the standard.
I love it! For years, I had a "question of the day," on my board, but my district prefers "learning targets" so now I'm turning what I think used to be provocative questions into rather dull statements: Students will analyze the differences between the views of Thomas Jefferson and Alexander Hamilton. Vs. Whose vision, Hamilton's or Jefferson's "won" the day? And whose "won" today?
ReplyDeleteBut eager to hear from others about what the teachers would DO with the answers students turn in. That is a lot of paper and paperwork and not practical to grade on a daily basis. Is it still rigorous if their answers are simply recorded in their notes for their own edification? But what about the student who really didn't get the question?
And what if the question is more of a fun zinger to peak their interest, with the real focus deriving from the question. Example: Why is was our nation's capital built on a swamp in the middle of nowhere? The real learning focus is to see how Jefferson and Hamilton worked out a compromise to get Hamilton's financial plan passed through Congress by appealing to Southern voters.